It’s that time of year when we reflect on the last twelve months and plan for next year. Many of us will look to set some new year’s resolutions and most likely in the knowledge that they will be hard to keep.
In 2016 some commentators pointed out the home truth that many L&D teams seemed unable to generate the outcomes they sought, despite having the best of intentions and having – quite often – been prepared to announce these publically. Something, the commentators lamented, seems to constantly hold the profession back from making the desired inroads.
So my challenge to the profession is to make 2017 the year that you try one new thing; and that might be as simple as one project that tries out that one new thing. Keep it simple, start small…but start!
Here are some of my suggestions. Continue reading “The New Year’s Resolution Challenge”
As I’ve been talking to fellow L&D professionals about their thoughts around social and informal learning – specifically about how they plan on formally integrating these approaches into their learning strategies – it’s been clear to me that there is much excitement about the potential of these methodologies to significantly increase L&D’s capability to support the business.
One of the barriers – if that’s the appropriate word – is the fact that learners don’t necessarily recognise these approaches as “training” and so neglect to make the most of them. The feeling is that by educating people as to the validity of social and informal learning, there is much scope to use these methods to better leverage workplace learning.
If we are looking to give our learners some pointers to get them started, then perhaps we can look at the “five moments of learning need” framework as our model. Continue reading “Using social and informal learning to meet the five moments of learning need”
Executive book summaries have been around for some time now and – thinking about it – were probably one of the first learning resources in the genre that we now call micro-learning. As a personal user of these, I’m hooked on them and would like to see them used more often to support learning and development.
With the now conscious move by many organisations to adopt learning approaches that blend formal learning with social and informal learning activities, now is the time to look again at where these fit in. Like the use of most generic learning resources, you do need to invest time and energy to see a return on your investment.
Here are my suggestions. Continue reading “Using Executive Book Summaries”
Slowly but steadily, mobile learning seems to be a part of our learning landscape. Over the last seven years, I’ve formed a strong opinion that mobile learning will eventually be a game-changer in our industry. If you have a smartphone-equipped audience, then I do urge you to look at how you can add it to your learning delivery channels. Not only can it really transform your delivery of formal learning, increasingly I’m realising how it can also be a critical enabling factor for both social and informal learning.
But I also know that we are still at that point in time when the technology options are numerous and the application of mobile learning can take many different forms. I can quite understand if you’re hesitating to make your first moves in this area. With every wave of new learning technology, it can take a while for things to settle down. So how can we make sense of the current mobile learning muddle? Continue reading “Muddling Through Mobile”
What happens after a piece of training should never be left to chance, but so often it is. I make no apology for periodically bringing out my soap box to talk about this. I also call this our industry’s “Achilles heel”. When survey after survey reveals how our profession still wants that seemingly illusive seat at the top table, we need to acknowledge that if we could demonstrate how our learning made an impact, we’d be in a much stronger bargaining position. Continue reading “Using Digital Learning to Drive Learning Impact”
I’ve recently had a number of interesting conversations about whether micro-learning – one of this year’s big talking points – could really support behavioural change training. Most people seemed comfortable that it would be good for pure knowledge transfer, but questioned whether it would support behavioural change, where typically we’ve invested in more complete and deeper programmes of learning, be that online or in the classroom.
I genuinely believe it has a valuable role to play in this area. Continue reading “Using Micro-learning to Affect Behaviour Change”
This is the time of year when we’re often asked to make predictions about learning trends in the forthcoming year. I’m sure that one of the concepts we’re going to hear a lot more about is micro-learning. I’m also sure that the more sceptical in the profession are already raising their eyebrows and muttering “not another buzzword”. And to a degree, I can understand that. Firstly, I think we’ve long strived to make learning as short and as punchy as possible. I certainly began this crusade some seven years ago. So why are we now trying to give it its own label? And secondly, over the last few months, one or two training providers have clearing used their marketing communications to create “noise” about micro-learning that is all about describing their own solution. But is it right that a vendor’s solution defines the approach? Continue reading “Micro-learning Under the Microscope”